Childminder in Croydon

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children feel relaxed and happy as they explore the childminder's home. They confidently help themselves to a range of interesting activities. For example, children spend long periods at the sand table as they experiment with different tools. They giggle happily with the childminder as they sift and pour the sand. The childminder praises them as they investigate. Children are fascinated by the water as they watch it fall down the water wall. They squeal with delight as they touch it and react to its cool temperature. Children learn about what they like and dislike. They gain confidence as they experiment with different sensory materials.

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The provision is good

Overall, the childminder supports children to hear challenging new words by reading stories and singing songs. This helps children to chat to the childminder as she repeats new words and phrases. Babies babble back to the childminder as they hear new vocabulary. They express themselves by pointing when they need something. Children remember hearing new words as they play with the childminder. For example, in the playhouse, children try answering the phone. They use their imagination as they chat to different people on the other end of the call. Children gain an understanding of how things work. They recognise and understand an increasing range of new vocabulary. Children are developing their communication skills.

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need to do better?

n The childminder has a clear understanding of child development. She understands how to plan activities across the breadth of the early years curriculum. Children are able to gain knowledge and practise skills across a range of experiences. They are well prepared for the next stage of their education. n The childminder understands that some children need additional help with their learning. She recognises her responsibility to identify gaps in learning. The childminder knows how to work with external agencies to ensure that children receive appropriate support where necessary. Children with special educational needs and/or disabilities are well supported. n In the main, the childminder understands how to teach new language to children. She chats to children throughout the day and introduces new words and phrases. However, when she asks children questions, there are times when she uses too many closed questions. This does not give children enough time to

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need to do better?

think about and respond to her questions or extend their language. n The childminder finds out what children know and can do. She shares this information with parents. However, when planning some activities, the childminder does not always consider exactly what children need to learn next and loses sight of what she wants individual children to learn.

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need to do better?

22 June 2023 n The childminder understands that it is important for children to spend time outside. She knows that this helps children to be physically active. However, she does not always encourage children to take risks in their play. On occasion, children are not able to fully develop their resilience, and they experience setbacks. n Care practices are effective. The childminder is responsive to the children's needs and ensures that she asks children when she needs to change nappies or clothes. The childminder helps children to learn to wash their hands. Children are learning self-care skills. Children feel valued and cared for. They have positive attitudes to learning and behave well. n The childminder plans a range of outings to help children to gain social skills. For example, she takes children to the park and a local soft-play area. Children are gaining confidence as they talk to a range of different children and adults. They

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need to do better?

are able to develop self-esteem in a variety of environments. n Parents are happy with the care that children receive. They say that children enjoy going to the childminder and exploring exciting activities. Parents report that the daily diary helps them to understand what their children are learning. This helps them to extend their children's learning at home. n The childminder is reflective of her practice. She regularly arranges continuous professional development opportunities to help develop her knowledge and skills. The childminder's understanding of how children learn continues to develop over time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of the safeguarding issues that may affect children in her care. She understands how to identify signs that a child may be at risk of abuse or harm. The childminder knows how to report her concerns to the appropriate authorities. The childminder understands the action she must take in the event of an allegation being made against an adult. She carries out regular risk assessments of her home to ensure it is hazard-free. The childminder regularly attends training to keep her knowledge and skills up to date.

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should:

n focus planning more precisely on intentions for learning during activities so children make even faster progress n build on existing good practice to extend opportunities for children to use expressive language n extend opportunities for children to experience setbacks and take risks to develop their resilience.

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Setting details

Unique reference number 2632468 Local authority Croydon Inspection number 10295644 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in the London Borough of Croydon. She offers her service from 7am until 7pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3. She offers free funded early education to three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 June 2023 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

22 June 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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